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Preparation for Project Start-Up Putnam County School District

Preparation for Project Start-up

READ RIGHT Systems, Inc. 310 W. Birch, Shelton, WA 98584 360-427-9440 info@readright.com www.readright.com


Table of Contents Page

I.

Checklist of Items to be Completed Prior to Project Start-up ......................................... 1

II.

Building Support for Your Read Rightďƒ˘ Project .............................................................. 2 Sample Agenda for Read Right Information Meeting .............................................. 3 Sample Letter to Teachers and Staff ...................................................................... 4 Sample Letter to parents of Identified Read Right Students ................................... 5

III.

Selecting or Hiring Tutor Coordinators........................................................................... 6 Job Description Read Right Tutor .......................................................................... 7 Job Description Read Right Trainer........................................................................ 9

IV.

Student Selection ........................................................................................................ 11

V.

Standardized Testing .................................................................................................. 12

VI.

Setting up the Tutoring Room ...................................................................................... 13

VII. Establishing the Reporting System .............................................................................. 14 VIII. Scheduling the Students and Tutors ............................................................................ 16 IX.

Grading the Student .................................................................................................... 18 Sample Grading System ...................................................................................... 19 Sample Report of Progress in Reading ................................................................ 20

X.

Graduating the Student ............................................................................................... 21

XI.

Responding to Low Student Intent During the Tutoring Session .................................. 22

XII. Read Right Project Time-Line...................................................................................... 23 XIII. Assistance Directory.................................................................................................... 24


Preparation for Project Start-Up

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Preparation for Project Start-up I. Checklist of Items to be Completed Prior to Project Start-up Done

Date

Page

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Š1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

School staff to be trained as tutors have been identified and have been notified that every time a consultant is on site they must be available for training full time during the school day and for one hour after the students go home.

6

Tutors have been informed that if they have a mild reading problem, they must agree to be tutored before or after school to eliminate it.

11

Students who are to participate in the project have been selected.

12

A plan has been made to administer the standardized pre-test prior to the arrival of the consultant.

13

A room dedicated for Read Rightďƒ˘ tutoring has been provided.

13

The Read Right tutoring room has been equipped.

14-15

The reporting options have been determined.

14-15

A decision has been made about who gets the monthly reports.

16

A plan has been made to make students available for consultations.

16

The tutoring schedule has been defined.

17

A plan has been made for freeing students for tutoring.

21

A plan has been made for allowing a student to leave Read Right immediately upon graduation and for a new student to immediately fill the vacated slot. Read RightÂŽ US Patent 6869287


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Preparation for Project Start-Up

Preparation for Project Start-up II. Building Support for Your Read Right® Project Meeting District Requirements There may be district requirements that impact your Read Right project, and if you have been working at the building level to bring Read Right to your students, then you may not be aware of them. Perhaps there are some key, important things that you must do to move ahead with the project as planned. To avoid an unexpected postponement or even an indefinite delay of the project, consider whether you need to communicate with the:    

Local school board District superintendent Accounting/bookkeeping personnel Special programs personnel

Keeping Colleagues Informed Prior to Project Start-up As you seek to keep interested parties in your district informed about your decision to bring Read Right to your students, please call on Read Right Systems to provide you with informational materials to share. We would be pleased to assist you in designing a presentation. A sample agenda is provided in this section, and if we have Read Right consultants in your geographic area, we can be there to assist in the presentation. Once the Project is Underway When students in Read Right begin eliminating their reading problems, the excitement that is generated is contagious, and district and building personnel not directly involved with the Read Right project tend to get caught up in the excitement and become very supportive (assuming they are kept informed). It can be useful to build a positive expectation by doing one or more of the following: 

Circulate data on students' progress at staff meetings or through e-mail, memos, etc. Share individual success stories of students.

Provide information for classroom teachers to report to students' parents.

Provide an informational letter to teachers and staff at the beginning of the school year. A sample letter is included in this section. Feel free to modify the sample in any way you choose or to create your own letter.

Arrange formal presentations to the school board, district personnel and building personnel to highlight the achievements of individual students and the results of the project.

Gaining Community Support You can build support in the community—with parents and others—by finding a way to communicate your excitement about the Read Right project and, more importantly, the students’ successes. 

Send a letter to parents of targeted students telling them about the program. A sample letter is provided in this section.

Ask your local newspaper, radio, or TV reporters to come observe the program, interview students, tutors, classroom teachers, and principals. Read Right success stories make great human-interest reading! Don’t stop with just one story. Invite them back periodically. (To return to the Table of Contents, click here)

©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

Read Right® US Patent 6869287


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Sample Agenda Read Right Information Meeting Purpose of Meeting 

To raise the awareness level concerning the goals and anticipated results of the Read Right project

Introduction of Program 

Why your school is bringing Read Right to its students History of discovery of and investigation of Read Right Need in school How participants were (or will be) selected

Overview of Read Right 

Development History Need for fundamentally different approach to help students eliminate or quickly reduce reading problems

Results Works for virtually everyone (learning disabled, dyslexic, Title I, all ages, etc.)

Works quickly Results from data base: About 18 tutoring hours per grade level advanced for secondary students and 40 hours for elementary students Over 370 projects in industry and schools in 44 states with over two million tutoring hours

Why Read Right Works The Read Right System of instruction was developed by integrating knowledge of brain research, learning theory and reading theory.

Read Right theory: Read Right, grounded in Piaget’s theory of interactive constructivism, relies on the plasticity of the brain to remodel the reading network, which in poor readers guides the reading process inappropriately. Even the most challenged students are quickly transformed from poor readers to excellent readers—in a matter of months, not years!

Invite listeners to visit the program at any time. If they drop by when a Read Right consultant is on site, they can ask him or her questions. (To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-Up

Sample Letter to Teachers and Staff Dear Teachers and Staff, We are pleased and excited to announce that our school is offering the Read Rightprogram to selected students. Read Right is an innovative approach to teaching reading that enables students with reading problems to eliminate them in a relatively short amount of time. Other programs are underway or complete in 44 states. In addition to its school projects, Read Right Systems also has conducted more than eighty successful workforce projects in corporations and has worked with Workforce Investment Act projects in seven counties in West Virginia. Dee Tadlock, Ph.D., developed Read Right in order to solve her own son’s reading problems after traditional instructional approaches had failed to help him. In developing the program, Dr. Tadlock spent three years doing post-doctoral research to discover how the brain learns a process and what the reader’s brain must do in order to read excellently. The Read Right method of instruction is based on her findings. Four of our staff members are being trained to be Read Right tutors, and they will be working on a daily basis with students selected especially for the program. Some students in your classes may be chosen to participate and will continue in the program until their reading problems have been eliminated. We fully anticipate you will begin noticing progress in the student’s reading very soon. The Read Right program is a pullout model. As a student is promoted from the program, a new student will fill the empty tutoring slot. We are developing a schedule and will share it with you as soon as it is finished. We are confident that the improvement in the students' reading will compensate for the inconvenience of the pullout and appreciate your cooperation. Note: Edit this paragraph to customize to your particular situation.

Ms. Smith and Ms. Jones, our tutors, are available if you would like to learn more about the program. A Read Right consultant will be here to provide training this year and will be happy to discuss the program with you and answer any questions you have. Note: Please supply the number of tutors and their names.

Sincerely,

(To return to the Table of Contents, click here)

©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

Read Right® US Patent 6869287


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Sample Letter to Parents of Identified Read Right Students

Dear Parents, We are pleased and excited to announce that our school is offering a new reading program called Read Right to selected students. Read Right is a new approach to teaching reading that enables students with reading problems to eliminate their reading problems in a relatively short amount of time. It has shown exceptional results in other schools where it has been used. Other projects are underway or complete in more than 44 states. In addition to their school projects, Read Right Systems has conducted more than eighty successful workforce projects in corporations. Read Right was developed by Dee Tadlock, Ph.D., in order to solve her own son's reading problems after traditional instructional approaches had failed to help him. In developing the program, Dr. Tadlock spent three years doing post-doctoral research to discover how the brain learns a process and what the reader's brain must do in order to read excellently. The Read Right method of instruction is based on her findings. Four of our staff members are being trained to be Read Right tutors, and they will be working on a daily basis with students selected especially for the program. Your child has been chosen to participate and will continue in the program until the reading problem is eliminated. We fully anticipate you will begin noticing progress in your child’s reading very soon. Please let us know if you have any questions about the program, and feel free to arrange a visitation if you would like to see the program in action.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up III. Selecting or Hiring Tutors Selecting or Hiring Tutors Well-qualified tutors are essential for the success of the Read Right  project. They can be selected from current staff—teachers or paraprofessionals—or the school can hire tutors especially for the project. A job description for the tutor position is included in this section. There is also a Read Right Trainer job description included. (Many clients choose a train-the-trainer model, which means that during the second semester (or during the next school year), one of the initially-trained tutors will participate in advanced training to become a Read Right Trainer.) Every time consultants are on site, the trainees must be available for training full time during the school day and for one hour after the students go home. It is best if Read Right tutors have no other assigned duties. This will not only maximize the return on your investment and allow the largest possible number of students to be served, but it also gives the trainee the experience needed to become an excellent tutor. There is a direct positive correlation between the ability of the tutor and the speed with which the reading problem is eliminated. Faster elimination of reading problems means more students can be served. Read Right Systems can provide, at your request, any of the services listed below to assist you in selecting tutors: 

A sample classified ad for advertising the position

Interview questions

Initial telephone interviews conducted by Read Right personnel

Participation in final, in-person interviews during the first day of Project Start-Up

Screening for Reading Problems Each potential tutor must have his or her reading assessed by Read Right consultants during the first two days of Project Start-Up. The existence of a significant reading problem, as determined by Read Right assessment, will disqualify the candidate as a tutor. If there is a mild reading problem, the tutor must th agree to be tutored before or after school at least until they have been tutored in the Purple Range (8 th th th 9 grade) and are ready to advance to the Yellow Range of text complexity (10 -11 grade). We would prefer that trainees remain in tutoring until the reading problem is completely eliminated. Read Right Tutor Certification will not be issued to any tutor whose consultation places them below the yellow range for tutoring. It is highly recommended that tutor candidates agree to be tutored until their reading problems are eliminated.

Long-Term Tutors Because of the considerable investment required to train tutors, we recommend that you make every effort to assign or hire trainees who have deep roots in the community and can be expected to retain their positions as Read Right tutors for a considerable period of time.

If the tutors are not selected prior to arrival of the consultants, the training schedule is disrupted, and the quality of the project suffers. (To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Job Description for a Read Right Tutor Position and Purpose The position of Read Right tutor can be filled by certified or non-certified staff and requires on-going training by Read Right consultants to insure that each student receives excellent tutoring. Trainees are certified as Read Right tutors when they can demonstrate competence in the areas listed below. 

Read Right Tutor Certification. To receive Read Right Tutor Certification, one must demonstrate competency in effectively tutoring a wide range of students. Trainees must demonstrate an ability to effectively use the Read Right Tutor Manual as a guide and resource to insure the integrity of the methodology is maintained. Additionally, trainees must be able to perform assessments, and correctly determining when it is time to advance, promote, or graduate a student. The conferring of Read Right Tutor Certification also indicates that the trainee is able to manage the students and the project and to work effectively with school personnel to keep the tutoring slots filled. Read Right Tutor Certification is valid for one year. Re-certification can be performed by Read Right consultants or by a Read Right Certified Trainer.

Qualifications 

Excellent people skills, enthusiasm for helping others, respectful attitude  Able to easily build rapport and trust

Willingness to challenge one’s own thinking and learn new processes  Self-confident; willingness to expose areas of weakness

Able to work flexible and extended hours when the consultants are on site

Ability to work independently within a larger context of team cooperation

Prompt follow-up on details

Pro-active approach to effective communication with teachers, administrators, and Read Right Systems.

Love of reading

Excellent eyesight and hearing

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Job Description for Read Right Tutor—continued Job Functions and Responsibilities 1.

Become certified as a Read Right tutor.

2.

Administer pre-tests as students enter the program, and administer post-tests and exit interviews when students leave the program.

3.

Inform school administration about program progress on a regular basis.

4.

Register the students in the MP3 management system, and daily enter information regarding attendance, tutoring time, critical thinking time, and advancement to higher ranges. Upload the information at the end of each month in preparation for report generation.

5.

Maintain the quality of the program by using the student progress reporting system and Read Right field consultants as resources. Take follow-up action as necessary.

6.

Maintain an open line of communication with students, teachers, administrators, the District trainer, and Read Right Systems to assure program quality.

7.

Be accessible and respond promptly to student, teacher, administration, trainer, and Read Right Systems concerns and scheduling needs.

8.

Perform the coordination and organization work required to keep all tutoring slots filled.

9.

Work with a variety of Read Right consultants who come to train tutors.

To protect the intellectual property of Dr. Dee Tadlock and Kyle Tadlock, each tutor must sign a non-compete agreement.

(To return to the Table of Contents, click here)

©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

Read Right® US Patent 6869287


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Job Description for Read Right Trainer Position and Purpose The position of Read Right Trainer can be filled by certified or non-certified staff who have been certified as a Read Right tutor and then undergoes training to become a Read Right Trainer. The position requires initial training by Read Right consultants and an on-going re-certification process to insure that the integrity and quality of the program is maintained as the trainer participates in training additional tutors.  Read Right Trainer Certification. Read Right Trainer Certification is awarded to those individuals who have received Tutor Certification, undergone train-the-trainer training and have demonstrated competency in training others well enough to qualify for Read Right Tutor Certification. The trainee must have sufficient understanding of the theoretical constructs that support Read Right to enable them to explain to tutors the relationships between individual aspects of the tutoring process and the theory that supports them. They must also demonstrate coordination and management skills required to assure a successful Read Right project. The District (or Building) Trainer is the key liaison between the District and Read Right Systems for issues of quality assurance. Read Right Trainer Certification is valid for one year. Re-certification can be performed by Read Right consultants.

Qualifications 

Excellent people skills, enthusiasm for helping others, respectful attitude 

Actively listens to identify the implications of what others are saying and responds appropriately

Appreciates different points of view or ways of thinking

Able to easily build rapport and trust

Strong desire to challenge one’s own thinking and learn new processes

Able to work flexible and extended hours when the consultants are on site

Excellent problem-solving skills 

Ability to know when you have enough information about a situation to make good decisions and when you need to gather more information

Ability to recognize when the process you’re following is not getting the desired results

Ability to “read” the cues being presented by your environment and to change your behavior accordingly to achieve desired results

Ability to work independently within a larger context of team cooperation

Prompt follow-up on details

Pro-active approach to organizing, prioritizing, and managing multiple tasks

Articulate in expressing complex ideas so they are easily understood

Love of reading

Excellent eyesight and hearing (To return to the Table of Contents, click here)

©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-Up

Job Description for Read Right Trainer—continued Job Functions and Responsibilities 1.

Become a certified Read Right Tutor.

2.

Become a certified Read Right Trainer.

3.

Inform school administration about program progress on a regular basis.

4.

Use the student progress reporting system as a tool in maintaining the quality of each project site. Take follow-up action as necessary.

5.

Insure the on-going quality of each project site by doing periodic, systematic training and quality assurance visitations.

6.

Re-certify each Read Right tutor on an annual basis.

7.

Schedule and conduct tutor meetings to build program cohesiveness, and function as a facilitator for mutual problem-solving and for continuous in-service training.

8.

Maintain an open line of communication with tutors, students, administrators, and Read Right Systems to assure program quality.

9.

Be accessible and respond promptly to student, tutor, administration, and Read Right Systems concerns and scheduling needs.

10. Work with tutors and administrators to keep all tutoring slots filled. 11. Use Read Right Consultant(s) as a resource.

To protect the intellectual property of Dr. Dee Tadlock and Kyle Tadlock, each trainer must sign a non-compete agreement.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up IV. Student Selection Selection Criteria ®

Each school defines its own selection criteria for identifying students to participate in the Read Right program. You may choose any of the following criteria to target students, or develop additional criteria as you see fit. Often times funding sources determines at least in part who must be served. 

Students in a particular grade

Students with the lowest test scores on District or State tests

Students who, in the aggregate, represent a wide range of abilities

Students who have been referred by their classroom teachers

Students who are currently enrolled in special programs such as Special Education, LAP (Learning Assistance Program), Title I, English as a Second Language

Students from as many different classrooms as possible to garner widespread staff support

Number of Students Number of Students Per Tutor 

Each tutor serves five students during each tutoring session.

Number of Students Per Class Day For planning purposes, the maximum number of students who can initially be accommodated in Read Right equals: 

The number of periods in the school day X 5 students per period X the number of tutors.

Please note that the total time required for planning and paperwork for a Read Right tutor is about an hour a month. Therefore, a preparation period is unnecessary, and tutoring sessions can be held every period unless doing so violates the negotiated contract.

If the students are not identified prior to arrival of the consultants, the training schedule is disrupted, and the quality of the project suffers.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up V. Standardized Testing A Norm-Referenced, Standardized Reading Test Will Be Administered Read Right Systems requires that all students be pre-tested and post-tested with a norm-referenced standardized test.

Who Will Provide the Tests? Read Right Systems will mail everything needed to administer the tests. Your Testing Kit will be sent to you prior to Project Start-Up and will include: 

Test booklets for both the pre-test and the post-test  10 test books will be provided for each grade served. (The test will need to be administered in cohorts of ten students.)

Answer sheets

Complete instructions for administering the tests and filling in the answer sheets  You will administer only the comprehension portion of the test. The student is given 40 minutes to finish this portion.

Complete instructions for administering the tests and filling in the answer sheets

Who Will Administer the Test? Both the pre-test and the post-test will be administered by school staff. Complete instructions for administration will be provided. The students will take the pre-test prior to the arrival of the consultant for Project Start-Up. Each student will take a post-test when she exits the program or at the end of the school year if she will not be tutored the following year. You may test your students at the end of the school year even though they will return the next year if you choose.

What about Students who Enter the Program Later? You will have sufficient test booklets for each grade and extra answer sheets in the test file of your Testing Kit. These will allow you to test students as they enter the program to fill tutoring slots vacated by graduating students and to test students who graduate mid-year. It is important to administer the pretest prior to the beginning of the tutoring.

When Will Post-Tests Be Administered? ®

Students are post-tested when they graduate from the Read Right program, when they leave the school, or at the end of the school year if they are not going to be tutored the following year. You may test your students at the end of the school year even though they will return the next year if you choose.

If the students are not tested prior to arrival of the consultants, the training schedule is disrupted, and the quality of the project suffers. ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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(To return to the Table of Contents, click here)

Preparation for Project Start-up VI. Setting Up The Read Right Tutoring Room

Read Right Tutoring Room The Read Right project requires a room large enough to comfortably accommodate the tutors and their students (five per tutor). If the room is small, dividers should be provided between tutoring stations for sound absorption and a visual barrier. When planning the Read Right tutoring room, take into account not only the space required for the tutoring work stations, but also the space required for the library, filing cabinet and an optional tutors’ desk.

The Read Right Tutoring Room must contain:  Tutoring stations for students and their tutors  An 8-foot library table per tutor with 6 chairs or  Individual student desks with two extra chairs  Sufficient electrical outlets to accommodate at least 2 power strips for the MP3 player system.  Two tables at least 6' x 2 ½' to hold the book bins for the Read Right Library  Three-drawer file cabinet and office supplies

If the Read Right Classroom is not ready prior to the arrival of the consultants, the training schedule is disrupted, and the quality of the project suffers.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up VII. Establishing the Reporting System Standard Reports Read Right Systems provides monthly reports that summarize each student’s progress and analyze the health of the project in several dimensions. The tutors provide us with the raw data, which they enter into the MP3 System on a daily basis and upload to Read Right Systems for purposes of compiling monthly reports. Samples of selected reports are included in this section. The standard package of reports includes the following.

Project Summary Report The Project Summary Report is a monthly report that summarizes the project activity for the month. It includes a record of the number of students tutored for the month, total hours, number of grades gained, and average hours of tutoring per grade gained. It also reports the number of students tutored and the number of graduates for the month and for the project to date. Data is desegregated for special education students and English language learners.

Range Distribution Report The Range Distribution Report is a monthly report that contrasts, via bar graphs, the number of students at each grade-level range at entry as compared to the present. Options:

 Entry is from the beginning of the current school year.  Entry is from the beginning of the project.

Active Student Report The Active Student Report is a monthly report that tracks each student’s number of hours of independent reading, tutoring hours, grades gained, hours per grades gained, and critical thinking hours. The information is presented in bar-graph form and also as a table. Options:

 Names of students appear on the report together with their identification numbers.  Students are identified only by their assigned numbers. No names appear on the report.

Graduates and Exiting Students Report The Graduates and Exiting Students Report is a monthly report that includes all students who have graduated, who have chosen not to participate, or who have withdrawn from the program for reasons such as schedule conflicts, moving, etc. The report presents each student’s start and end dates, total independent reading hours, total tutoring hours, total grades gained and average hours per grade gained. Options:

 Names of students appear on the report together with their identification numbers.  Students are identified only by their assigned numbers. No names appear on the report.

©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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(To return to the Table of Contents, click here)

VII. Establishing the Reporting System—continued

WHO SHOULD RECEIVE THE REPORTS? The monthly reports are the major vehicle for quality assurance and should be received by everyone who is accountable for the success of the project. Not everyone may want every report, however. Sometimes clients prefer sending all reports to one of the tutors and having him or her forward reports to other interested parties.

Read the information in this section carefully and decide which reporting options you want and who should receive the various reports. (To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up VIII. Scheduling the Students and Tutors Scheduling the Students for Consultations ®

During the first week of Start-Up, Read Right Consultants and trainees will conduct individual consultations with the students who have been targeted to be in the program. The purpose of the consultation is to determine the complexity of text the student should be placed in for Read Right tutoring. Scheduling for consultations works best if a tag-team approach can be used—that is, if the students can be released at will from whatever classroom they happen to be in when they are needed. Though this can be disruptive to teachers, it is very helpful in maximizing the efficiency and effectiveness of the process of training tutors to do consultations. If some teachers in your building would be comfortable with this approach and others would prefer a definite schedule, then schedule the less flexible teachers’ students in half-hour blocks with unscheduled one-hour blocks in between. Students are not needed for consultations until Monday afternoon, or in some cases, until Tuesday morning of the first week of Start-Up. However, students can come for consultations according to their normal tutoring schedule if that would be easiest for all concerned. They will be asked to read silently or listen to books on tapes while waiting for their individual consultations and for the individual Starting the Student Process, which helps them learn their role as a student in the Read Right program.

If the schedule for consultations is not completed prior to arrival of the consultants, the training schedule is disrupted, and the quality of the project suffers. Scheduling the Students for Tutoring The students can all be scheduled in advance of the consultant’s arrival, or the schedule can be established toward the end of the first week of Start-Up once the consultations are completed. If students are scheduled in advance, there may be need for some adjustment to minimize the number of different range categories in each group. (Range categories include: non-readers and first grade, second and third grade, and fourth grade and above.) Most clients schedule their students for daily tutoring sessions in Read Right to eliminate reading problems the most quickly for the most students possible. The reading problems will be eliminated faster, and more students will be served during the year if students receive consistent tutoring.

Defining the Tutoring Schedule The length of a tutoring session can be flexible to coordinate with your school’s master schedule, but it should not be less than 40 minutes nor longer than 60 minutes. The daily tracking of student activity and the monthly reporting is automated, so there is no need to schedule planning time for tutors unless you are obligated by contract to do so. It also is important to note that in order to maximize the return on the investment required to train the tutors and to serve the highest possible number of students, it is best if the tutors are not assigned tasks other than full time Read Right tutoring during their workday. (To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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VIII. Scheduling the Students and Tutors—continued Freeing Students for Tutoring A plan must be formulated for making selected students available for tutoring. It is important that the student not be dual-enrolled in a reading intervention program. The Read Right methodology is designed to send very particularized messages to the students’ brain. We don’t want his brain receiving incompatible messages from other programs.

Competency-Based Exiting Students should be exited from the program when their reading problem has been eliminated, and another student should be brought in to the program from to fill the empty tutoring slot. See Section X, Graduating the Student. It is important that the student not be accountable to make up work that is missed due to ® participation in Read Right . We don’t want the student to perceive Read Right tutoring as punitive. Students will not want to participate in Read Right tutoring if doing so creates extra work for them. It doesn’t really make sense for students who are struggling due to reading problems to be accountable for extra work. Sometimes the following rationales are offered to justify making students responsible for classes missed. Suggested solutions to the issues raised are provided. 1. By missing a portion of the day in the regular classroom, the student is not following the master curriculum plan and the building is therefore in violation of building, district, or state mandates.  The student is pulled from a language-related class and given language arts credit for Read Right. In this case, the report card can list the class as Basic Reading.  The student is pulled from a content class (science, history, social studies, humanities) and is directed to choose books from that content for use while being tutored in Read Right. Credit is given for the content. 2. The sending teacher is accountable to grade the student for the class he is missing because he is officially enrolled in that class. She has to have some basis for the grading.  The student is pulled from a language-related class and given language arts credit for Read Right. The student is graded on his performance in Read Right, or in some cases Read Right is categorized as a pass/fail class. The Read Right tutor ascribes or recommends grades for the student. In cases where the tutor is an instructional aide, she/he recommends each student’s grade to the teacher of record and provides documentation for the recommendation. See Section IX, Grading the Student.

Freeing the Trainee for Instruction Whenever consultants are conducting training, there will be sporadic instances when the consultant must spend time instructing the trainee without the student. During this time the students can attend the program according to the regular schedule and perform independent reading.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up IX. Grading the Read Right® Student

If Read Right is offered as a class, who should assign the Read Right grade? If the Read Right tutor is a certified teacher, the teacher is responsible. If the Read Right tutor is a paraprofessional, often there are legal and professional issues in asking or allowing the tutor to be responsible for assigning grades to students. Clients have overcome these problems in two ways: 1. They have assisted us in developing a grading system that measures the important elements of the student’s responsibility in the Read Right program, is based on an objective standard and is essentially clerical in nature. It is therefore possible for a paraprofessional to apply the system in a competent and professional manner. That system is presented as Example 1. Any client may use the system as is, or they may modify it as they see fit. 2. They have designated the sending teacher as the teacher of record. The teacher understands the basis of the grading system and meets with the tutor prior to when grades are due. The tutor shares the records and makes recommendations for the grade for each student. The teacher is free to examine the records and question the recommendations and can be provided with copies for the files. How can the Read Right grade be determined? Attached are two examples of student evaluation models. Example 1 assesses the degree to which a student participates appropriately in the program. The student receives points for attendance, the degree of effort and the amount of independent reading. The number of points earned determines the grade received. Example 2 is a criterion-referenced narrative report of progress in reading improvement. It describes the symptoms of the reading problem displayed by the student at entry into the program and contrasts that with the symptoms displayed currently. The analysis of the reduction in symptoms provides a valid and reliable measure of the improvement in reading. This system reflects the same kind of formative evaluation procedures that the tutors are trained to implement in the tutoring process. They are, therefore, able to utilize this narrative format. Most of the clients who have used this system have been elementary schools that do not ascribe letter grades to their student progress reports. Read Right can also be offered as a pass/fail class.

If Read Right is offered as a pull out model, who should assign the Read Right grade? Even if Read Right students are held accountable for the work missed in the sending class, we believe the grade earned in Read Right should be factored into the total grade for the class. Once again, the tutor recommends the grade that should be ascribed for Read Right to the sending teacher.

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©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Example 1 Grading System Read Right Tutoring Student

Week of Attendance

Intent

Independent Reading

Total

Teacher Initial

Monday Tuesday Wednesday Thursday Friday Weekly Total Weekly Grade

Points are awarded or subtracted on a daily basis for: Attendance: 2 points if the student attends class Deduct 1 point if the tutor must bring the student to the class Zero points if the student is absent

Degree of Engagement: 3 points if the student displays high intent Deduct up to 3 points (at tutor’s discretion) if low intent was a significant problem

Independent Reading: 1 point if the student did independent reading

Grading Scale: 30 points: 28-29: 26-27: 24-25: 22-23:

A AB+ B B-

20-21: 18-19: 16-17: 14-15: 12-13: 10-11:

C+ C CD+ D D-

The total points accumulated during the week will determine the weekly grade. Weekly grades will be averaged to determine the final grade for the term.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-Up

Example 2 Report of Progress in Reading The Read Right Program Date

When

entered the Read Right program, the following

symptoms of the reading problem were noted:

Currently, the following symptoms are being displayed:

As you can see, there has been an elimination of these symptoms:

Also the following symptoms, though still present, have been significantly reduced in frequency:

Finally, the amount of independent reading that has completed outside of class time during this quarter is:

Wonderful; progress in eliminating the reading problem will proceed more quickly as a result. Satisfactory Less than desirable; progress in eliminating the reading problem will be slowed as a result. (To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up X. Graduating the Student When can a student leave the Read Right program? Read Right reflects the understanding that reading is a process, operating primarily implicitly and guided by a neural network built specifically for that purpose. A poor reader has constructed a neural network for reading that guides the process inappropriately. The only way to eliminate his reading problem is to get his brain to remodel the neural network so it operates correctly. The Read Right methodology constructs an environment in which the brain is compelled to do that remodeling work, thereby eliminating the reading problem. The student is ready to graduate when he is an excellent reader—his reading problem will have been eliminated .

Graduating the student before the end of the grading period If the student has been pulled from another class to participate in Read Right tutoring, the situation can be handled in one of the following ways. If the student has been responsible for both the sending class and Read Right, he simply returns to the sending class and a new student is brought in to fill the vacated slot. If the student has been responsible only for Read Right, there will be a disruption when he enters a class after it is well underway and another student leaves it before the term is completed. Clients usually handle the situation in one of the following ways: 1. The student remains in Read Right until the end of the term, but is no longer tutored. He participates in independent reading and critical thinking until the end of the term. The vacated tutoring slot is filled by a new student and the sending teacher is asked to treat the situation just as she would if the student were moving to a different district. 2. The student is returned to the sending class, and the teacher is asked to integrate the student into the class in the same way she would if the student had just moved into the district. The vacated tutoring slot is filled by a new student and the sending teacher is asked to treat the situation just as she would if the student were moving to a different district. If the student has been enrolled in Read Right as a separate class, the situation can be handled in one of the following ways. 1. The student remains in Read Right until the end of the term, but is no longer tutored. He participates in independent reading and critical thinking until the end of the term. The vacated tutoring slot is filled by a new student and the sending teacher is asked to treat the situation just as she would if the student were moving to a different district. 2. The student enters a different class—usually an elective, and the teacher is asked to integrate the student into the class in the same way she would if the student had just moved into the district. If the student has partial credit in a core class, he can enter that class and perhaps earn a complete credit. The vacated tutoring slot is filled by a new student and the sending teacher is asked to treat the situation just as she would if the student were moving to a different district. (To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up XI. Responding to Low Student Intent During the Tutoring Session The Read Right Consultant will train your tutors in all aspects of conducting the tutoring program including how to respond to instances when a student displays low intent as evidenced by inappropriate behavior or comments or by failure to fully engage in the process. This is accomplished by the administration of Free Comments, a meeting with the student to address the low intent issue, and/or implementing a disengagement technique specifically designed to deal with the problem area.

Purpose of Addressing Low Student Intent In order for Read Right tutoring to result in the elimination of a student’s reading problem, the student must assume control of his own learning by participating responsibly in the tutoring process. Low intent as evidenced by inappropriate behavior significantly slows improvement, which is not acceptable when there are many other students in the school with reading problems who want to participate. Low intent rarely occurs if tutors consistently implement the appropriate tutoring techniques designed to address the issue. When students understand what is expected of them, know why they are being asked to do the things tutors are requesting, and have reason to believe that their full participation will yield success in eliminating their reading problems, they usually display an intent to stay engaged in the process. If low intent is an issue for a particular student and all attempts to address it by implementing appropriate tutoring techniques are unsuccessful, the tutor may consider the option of organizing a meeting with parents, principals, teachers, and counselors. If the problem persists, tutors may choose to remove the student from the class and bringing in another student who is serious about eliminating his reading problem. In this case, the original student is invited to return to the class at some later time when a tutoring slot is available.

The final technique for dealing with low student intent, temporary removal from the program, could be in conflict with school procedures or, in the case of special education, could violate the instruction plan as stated in the student’s IEP. For this reason, permission to employ this technique will be obtained in advance by the tutor. If school personnel cannot support temporary removal, then a different final technique can be defined by the principal and the Read Right tutors.

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©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up ®

XII. Read Right Project Time-Line

TRAINING UP TO FOUR TUTORS PROJECT TIME-LINE When consultants are on site, project personnel must be available during the entire day for training. The time-line will be adjusted as needed to coordinate with the school calendar and to account for scheduling constraints experienced by Read Right Systems. If holidays, weather, absence of the trainees, school assemblies, early dismissal, or other unforeseen events shorten the training week, the missed training day(s) will not be made up except at the discretion of Read Right Systems personnel. NOTE: For winter or spring starts, the schedule will be adjusted--perhaps even straddling two school years.

ACTIVITY

PROJECT WEEK

Project Start-Up

Week

Week

Week

1

2

3

Project Continue s

Training Visit

Project Continue s

Training Visit

Project Continue s

Training Visit

Project Continue s

Training Visit

Two to Three

Training Week 4

Three Weeks

Training Week 5

Three Weeks

Training Week 6

Three Weeks

Training Week 7

Weeks

Project Continues

Until the end of the school year

A Read Right consultant is on the project site providing hands-on training. Read Right staff provides off-site support.

TRAINING A TRAINER and Up to Four Additional Tutors PROJECT TIME-LINE NOTE: For winter or spring starts, the schedule will be adjusted--perhaps even straddling two school years.

ACTIVITY

Project Start-up

PROJECT WEEK

Wk 1

TRAINER ACTIVITIES

Wk one solo

Wk 2

Wk 3

Start-Up Training

Project Continues

Training Visit

Project Continues

Training Visit

Project Continues

Training Visit

Project Continues

Two to Three weeks

Training Week 4

Three Weeks

Training Week 5

About 7 Weeks

Training Week 7

Until the end of the school year

Tutors at home school

Coached Reading Training

Tutors at home school

Critical Thinking Training

Solo CTP Training after 5 weeks; Tutoring

End-ofYear Training and certificat ion

Tutors and monitors end-of-year activities

A Read Right consultant is on the project site providing hands-on training. Read Right staff provides off-site support.

(To return to the Table of Contents, click here) ©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

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Preparation for Project Start-up XIII. Assistance Directory

Office Staff Read Right Systems personnel are available to support the local tutors and project managers in maintaining a smoothly operating project. The following table will assist you in contacting the person who can help you with whatever questions arise. Issue/Need:

Contact Person

Phone number

Project Coordinator

Nate Marciochi

360-427-6752 ext. 118

The project coordinator is the major liaison person between the Read Right project in the school and Read Right Systems. The project coordinator will help you with any question or problem you have—either by assisting you directly or by putting you in contact with the correct person. Operations Director

Dee Tadlock Tom Brown

360-427-6752 ext. 114 360-427-6752 ext. 144

Library/Materials/Shipping

Tamie Kanicky

360-427-6752 ext. 120

Accounting

Jolene Salazar

360-427-6752 ext. 111

Data Entry

Tamie Kanicky

360-427-6752 ext. 120

Individual Tutoring Services

Nate Marciochi

360-427-6752 ext. 118

Marketing & Sales

Maureen Mortlock Mervina Sturgeon Jan Swinton Dee Tadlock Lee Gilles

360-427-6752 ext. 132 360-427-6752 ext. 129 509-385-8504 360-427-6752 ext. 114 360-427-6752 ext. 121

Read Right Systems, Inc. 310 W. Birch St. Shelton, WA 98584

E-mail: info@readright.com or [first name][last initial] @readright.com Example: deet@readright.com

Reception Phone: 360-427-9440 Fax: 360-427-0177

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©1995-2009, Read Right Systems, Inc. Shelton, Washington Preparation_Start-Up_Elementary.doc 07/15/09

Read Right® US Patent 6869287

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